Gender equity in vision care seeking behavior among caregivers: evidence from a randomized controlled trial in rural China

Table 2 Difference between male and female children in baseline

	Female	Male	Difference	p-value
Variable	(1)	(2)	(1)–(2)	(1)–(2)
1. Baseline visual acuity (LogMAR)	0.646	0.622	0.024**	0.010**
1. Baseline visual acuity (LogMAR)	(0.007)	(0.007)
2. Family has taken student to a vision exam (1 = yes)	0.307	0.347	−0.040*	0.055*
2. Family has taken student to a vision exam (1 = yes)	(0.014)	(0.015)
3. Student has glasses at baseline (1 = yes)	0.179	0.196	−0.017	0.337
3. Student has glasses at baseline (1 = yes)	(0.012)	(0.013)
4. Student can see the blackboard from his/her seat (1 = yes)	0.523	0.492	0.030	0.173
	(0.016)	(0.016)
5. Student blinks eyes or turns head to see things clearly (1 = yes)	0.620	0.637	−0.017	0.424
	(0.015)	(0.015)
6. Myopia knowledge index (Score 0–9)	2.903	3.175	−0.271***	0.000***
6. Myopia knowledge index (Score 0–9)	(0.054)	(0.055)
7. Student thinks he/she is myopic (1 = yes)	0.440	0.480	−0.040*	0.072*
7. Student thinks he/she is myopic (1 = yes)	(0.015)	(0.016)
Number of Observations	n = 991	n = 1033
Number of Observations	48.96%	51.04%

Notes: ***, **, and * indicate significance at the 1, 5, and 10% critical level. Standard errors are clustered at school level. Higher LogMAR values indicate worse visual acuity. Here, it means female students in our sample have worse visual acuity than male students

ISSN: 1475-9276